or less important than that of boys, since no one suggests that women
teachers are less conscientious or less competent than their male
colleagues. Now that at every stage co-education of the sexes is
becoming less unusual, it is wise policy in the interests of men as
well as of women, to make the standard of remuneration depend, not on
the sex of the worker, but on the quality of the work. Otherwise
men will gradually be driven from the profession, as is already the
tendency in the United States of America and, to some extent, in
elementary teaching in this country. Needless to say, the women's
salaries need levelling up: it would be hopeless policy to reduce the
men's maxima to those of the women. In many secondary schools and in
at any rate some elementary ones, there is too great a discrepancy
between the salary of the head and that of the assistants. Here
again, teachers might endeavour to arrive at some united expression
of opinion. All would probably agree that the profession should be
entered for the sake of the work itself, and not on the remote chance
of becoming a head-mistress. But while the difference in salary is
very great, it is inevitable that ambitious teachers must aspire to
headships, even though they be better suited to class work.

Finally, it may be repeated, that with all its drawbacks, the teaching
profession has much to recommend it to those who desire to make
it their life-work. It is not suited to all comers: it makes heavy
demands on mind and body and heart; it gives little material return.
But it gives other returns in generous measure. For teachers it is
less difficult than for most people to preserve their faith in human
nature, less impossible, even in the midst of daily routine, to
believe in the dignity of labour, and to illuminate it with the light
of enthusiasm and aspiration.